CLASSROOM MANAGEMENT

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A good
class
manage
r

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 CONTENT
 Classroom activities
 Instruction and Management
 Perspectives of CM
 Definition of CM
 CM approaches
 Elements of Effective CM
 Planning
 A good start (establishing rules, providing clear directions)
 Monitoring classroom environment
 Managing Interuptions
 Management system
 Teacher’s attitudes
 Recommendation
 s Self discipline
 Maslow’s hierachy
of needs

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 CLASSROOM ACTIVITIES
Classroo
m
Activities

Instruction Management

Instructional Managerial
Problem Problem
? ?

Instructional Managerial
Solution Solution

Teacher

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 INSTRUCTION AND MANAGEMENT


INSTRUCTIONAL ACTIVITIES: Facilitating
the student’s achievement of specific
educational objectives.

Examples: Diagnosing student needs,
planning lessons, presenting information,
asking questions, and evaluating
student progress.
 MANAGERIAL ACTIVITIES: Creating and
maintaining conditions in which
instruction can take place effectively
and efficiently.
 Examples: Developing teacher-student
rapport, and establishing productive
norms.
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Classroom Management in Perspective
 The concept of management is broader than
the notion of student discipline. It includes all
the things teachers must do to foster student
involvement and cooperation in classroom
activities and to establish a productive working
environment.
 The findings show that teachers who approach
classroom management as a process of
establishing and maintaining effective
learning environment tend to be more
successful
teachers than
who place more emphasis on their
roles as authority figures or disciplinarians.

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 Definitions of Classroom Management

 Classroom Management is set of activities

by which the teacher establishes and
maintains those classroom conditions
which facilitate effective and efficient
instruction.

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 CLASSROOM MANAGEMENT APPROACHES

 AUTHORITARIAN CLASSROOM
MANAGEMENT APPROACH
 INTIMIDATION APPROACH
 PERMISSIVE APPROACH
 COOKBOOK APPROACH
 INSTRUCTIONAL APPROACH
 BEHAVIOR-MODIFICATION
 APPROACH
SOCIOEMOTIONAL-CLIMATE APPROACH
 GROUP-PROCESS APPROACH

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 AUTHORITARIAN APPROACH

 MANAGERIAL PROCESS: Student behavior

is controlled by the teacher.
 TEACHER’S ROLES: Establishing and
maintaining order in the class through
the use of controlling strategies.
 TEACHER’S GOAL: Controlling
student
behavior.
 TEACHER’S STRATEGIES: (1) Establishing
and enforcing rules; (2) Issuing
commands; (3) Utilizing mild desists (soft
reprimand) ; (4) Utilizing proximity
control; and (5) Utilizing isolation.
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 INTIMIDATION APPROACH
 MANAGERIAL PROCESS: Process of
controlling student behavior
through the use of intimidating
teacher behavior.
 TEACHER’S ROLES: Forcing students
to behave according to the
teacher’s dictates.
 Examples: Punitive, threatening,
dominative, and pressuring
practices.
 RESULTS: Temporary solutions
followed by greater problems.
Problem’s symptoms only.
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 PERMISSIVE APPROACH

 MANAGERIAL PROCESS: The students’

freedom has to be maximized as much as
possible.
 TEACHER’S ROLES: To promote the
freedom of students and thereby to
foster their natural development. To
encourage students to express
themselves freely so
that they can
 ATTENTION: reachand
School their fullest are social
classroom
potential.
system. Students are expected to exhibit
socially acceptable behavior.

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 COOKBOOK APPROACH

 COOKBOOK APPROACH: Bag-of-tricks

 MANAGERIAL APPROACH: The form of
recommendations touted as remedies for
all managerial ills.
 Descriptions: Lists of things-dos/always
and don’ts/never
 EXAMPLE: Seven Ways to Improve student
behavior, (1) Always reprimand a student
in private;
(2) Always be firm and fair when dealing
with students.
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 INSTRUCTIONAL APPROACH

 ARGUMENT: Effective management is

the result of quality instructional
planning (good lessons).
 WAR CRY: “Make your lessons
interesting.”
 TEACHER’S ROLES: To
carefully plan
good lessons; To provide students
with a reasonable opportunity to
be successful; To gain and hold the
interest of students; To motivate 13
 INSTRUCTIONAL APPROACH
 Two central managerial goals: (1)
Preventing managerial problems,
and
(2) Solving managerial problems.
 Well-designed and well-implemented

instructional activities as Primary

factor in preventing managerial
problems.
 9 Instruction managerial activities:

(1)Providing interesting, relevant,

and appropriate curriculum and
instruction; (2) Employing effective
movement management;
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 INSTRUCTIONAL APPROACH

 (3) Establishing classroom routines;

(4) Giving clear direction; (5) Utilizing
interest boosting; (6) Providing
hurdle help; (7) Planning for
environmental changes; (8) Planning
and modifying the classroom
environment; and (9) Restructuring
the situation
 Instructional managerial behaviors
are effective in dealing with only
very minor of student misbehavior.

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 BEHAVIOR-MODIFICATION APPROACH

 Its major principle: Behavior is

learned (appropriate or
inappropriate behavior).
 Learning is largely influenced
by events in the environment.
 4 basic principles of learning as
Influencing human behavior: (1)
Positive reinforcement, (2)
Punishment, (3) Extinction, and (4)
Negative reinforcement.

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 FOUR BASIC CATEGORIES OF
CONSEQUENCIES
“The frequency of a particular behavior
depends on the nature of the
consequence following the behavior.”
 When a reward is introduced -
Positive Reinforcement
 When a reward is removed –
Extinction or time out
 When a punishment is introduced -
Punishment
 When a punishment is removed
–
Negative Reinforcement
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 SOCIOEMOTIONAL-CLIMATE

 INTERPERSONAL RELATIONSHIPS ARE VERY

IMPORTANT.
 EFFECTIVE CM IS A FUNCTION OF POSITIVE
TEACHER-STUDENT RELATIONSHIPS.
 THE CENTRAL MANAGERIAL TASK OF THE
TEACHER IS TO BUILD POSITIVE
INTERPERSONAL RELATIONSHIPS AND TO
PROMOTE A POSITIVE SOCIOEMOTIONAL
CLIMATE.
 THE FACILITATION OF SIGNIFICANT
LEARNING IS A FUNCTION OF ATTITUDINAL
QUALITIES.
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 ATTITUDES FOR FACILITATING
STUDENTS’ LEARNING
FREEDOM TO LEARN
CARL R. ROGERS (1969)

 COMMUNICATING REALNESS
 COMMUNICATING ACCEPTANCE
 COMMUNICATING EMPATHIC
UNDERSTANDING
 UTILIZING EFFECTIVE
 COMMUNICATION
UTILIZING REALITY THERAPY
 DEVELOPING A DEMOCRATIC CLASSROOM
 EMPLOYING LOGICAL CONSEQUENCES

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 ATTITUDES FOR FACILITATING
STUDENTS’ LEARNING
COMMUNICATING REALNESS
 REALNESS IS AN EXPRESSION OF THE TEACHER
BEING HIMSELF.
 THE TEACHER ACCEPTS AND ACTS ON HIS
FEELINGS.
 THE TEACHER’S BEHAVIOR IS CONGRUENT WITH
HIS FEELINGS (THE TEACHER IS GENUINE).
 THE ESTABLISHMENT OF POSITIVE
INTERPERSONAL RELATIONSHIPS AND CLIMATE
IS ENHANCED BY THE TEACHER’S ABILITY TO
DISPLAY REALNESS.

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 ATTITUDES FOR FACILITATING
STUDENTS’ LEARNING
COMMUNICATING ACCEPTANCE

 ACCEPTANCE IS AN EXPRESSION OF A
EBASIC TRUST THAT THE STUDENT IS
TRUSTWORTHY.
 THE TEACHER DISPLAYS CONFIDENCE AND
TRUST IN THE STUDENT’S ABILITY AND
POTENTIAL.
 THE TEAHER CARES, PRIZES, AND TRUSTS
THE STUDENT.

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ATTITUDES FOR FACILITATING
STUDENTS’ LEARNING
COMMUNICATING EMPATHIC
UNDERSTANDING

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 THE GOALS OF MISBEHAVIOR

Student’s Student’ Teacher’s Student’s Alternatives

Faulty Belief s Goals Feeling Response to for Teachers.
and Teacher’s
Reaction attempts at
Correction

I belong only Feeling: Temporary Ignore

when I am Annoyed stops misbehavior
misbehavior. when possible.
being noticed ATTENTION REACTIO Give attention
or served. N: Later resumes for positive
same behavior behavior when
Tendenc
or disturbs in child is not
y to
another way making a bid of
Remind and it. Avoid undue
coax service.
Realize that
reminding,
punishing,
rewarding,
coaxing, and
service are
 THE GOALS OF MISBEHAVIOR

Student’s Student’ Teacher’s Student’s Alternatives

Faulty Belief s Goals Feeling Response to for Teachers.
and Teacher’s
Reaction attempts at
Correction

I belong only Feeling: Active- or Withdraw from

when I am in passive- conflict. Help
Angry,
control or I am aggresive child see how to
POWER provoked; as use power
boss or when i if one’s misbehaviors is contructively by
am proving no authority is intensified, or appealing for
one can boss threatened. child submits child’s help help
me! with “defiant and enlisting
REACTION: cooperation.
compliance.”
Tendency to Realize that
fight or to fighting or giving
give in. in only
increases child’s
desire for
power.
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 THE GOALS OF MISBEHAVIOR

Student’s Student’ Teacher’s Student’s Alternatives

Faulty Belief s Goals Feeling Response to for Teachers.
and Teacher’s
Reaction attempts at
Correction

I belong only Feeling: Seeks further Avoid feeling

by hurting revenge by hurt. Avoid
Deeply punishment and
others as i feel intensifying
REVENGE hurt. retaliation.
hurt. I cannot misbehavior Build trusting
beloved REACTION: or choosing relataliation.
Retaliate another Build trusting
weapon relationship;
convince child
that she or he is
loved

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 THE GOALS OF MISBEHAVIOR

Student’s Student’ Teacher’s Student’s Alternatives

Faulty Belief s Goals Feeling Response to for Teachers.
and Teacher’s
Reaction attempts at
Correction

I belong only Feeling: Passively Stop all criticism.

by convincing responds or Encourage any
Despair; positive attempt,
others not to hopelessnes fails to respond
DISPLAY no matter how
expect any- s to whatever is
INADEQUACY small; focus on
thing from me. . “I give up”. done. Shows assets. Above
I am unable; I no all, don’t be
REACTION:
am hopless. improvement. hooked into pity,
agree withto
Tendency and don’t give
child that up.
nothing
can be
done

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 SEVEN KEY ELEMENTS OF EFFECTIVE
CLASSROOM MANAGEMENT

1. Planning
2. Establishing Usable Rules
3. Getting Off to a Good Start
4. Providing Clear Directions
5. Monitoring the Classroom
Environment
6. Keeping Records Efficiently
7. Creating Strategies for Managing
Interruptions
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 PLANNING

 Effective teachers plan ahead and

critique their lessons.
 Students’academic achievement can be
promoted through teachers’ planned and
communicated expectations.
 Well-prepared teachers keep lessons
moving at a brisk pace without ignoring
students’ difficulties.

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 ESTABLISHING USABLE RULES

 The purpose of rules is to enhance

students’ academic and social
achievement.
 Effective managers teach students
how to follow rules and procedures.
 State rules clearly and enforce them
consistently.
 Simplicity is the hallmark of effective
rules
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 GETTING OFF TO A GOOD START

 Classroom procedures should be

discussed with the students at the
beginning of the school year.
 Provide opportunities for students to
practice them to ensure
understanding.
 State your expectations frequently
and give students positive feedback.

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 PROVIDING CLEAR DIRECTIONS

 Giving directions is a clear part of a

teacher function.
 Directions must be clear and
succinct.
 Give the directions in a
positive form.
 Provide the students with a
constructive alternative.

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 MONITORING THE CLASSROOM
ENVIRONMENT
 Effective teachers monitor
student behavior in the
classroom.
 Room arrangement is an important
part of a monitoring strategy.
 Two critical aspects of room
arrangement: (1) your ability to see
all students, (2) the circulation
patterns you established
 Questioning for monitoring
strategies 32
 MONITORING THE CLASSROOM
ENVIRONMENT
 Monitor students’ seatwork and make
needed adjustment. (Arrange the
classroom for efficient movement).
 Monitor seatwork by moving around the
room systematically.
 Keep contact with individual students
relatively short.
 Have students work together during
seatwork.

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CONDUSSIVE SEATING ARRANGEMENT

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CONDUSSIVE SEATING ARRANGEMENT

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CONDUSSIVE SEATING ARRANGEMENT

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 Creating Strategies for Managing
Interruptions
 30% of instructional day is lost to
anticipated and unanticipated
interruptions.
 Lost time has a negative impact on
student academic achievement
and creates the conditions for
student behavior problems.

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 Anticipated and Unanticipated
Interruptions.

Anticipated Unanticipate
 Transitions b/w and 
d Student illness
during instructional 
Visitors
episode 
Announcements
 s
Equipment setup 
Student
 Material behavioral
distribution/collection
s  problems
 Changing from Equipment
teacher-to-student  malfunction
Materials
centered activity s
 shortages
 Beginning/end of class
Invitation, etc

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 A Continuum of Management
Systems
 Self-Discipline with a focus on Reality
Therapy
 The basic human’s need is identity-the
feelings of distinctiveness and worthiness.
 Developing social responsibility and
feelings of self-worth are needed for a
success identity.
 They are the result of the student
developing a good relationship with
others.

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 TEACHER’S MOST IMPORTANT
ATTITUDES IN FACILITATING LEARNING
 Significant learning is largely a function of
certain attitudinal qualities in the
interpersonal relationship b/w the teacher
and the student.
 Effective Teacher-Student and Student-
Student Relationship
 Teacher needs to adopt the following
attitudes: Realness,Genuineness,
Empathy toward the students,
Acceptance and Trust of the
students
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 TEACHER’S MOST IMPORTANT
ATTITUDES IN FACILITATING LEARNING
 Realness (Genuineness) : an
expression of the teacher
being himself or herself
 The teacher’s behavior is
congruent with his or her feelings.
 Acceptance: an expression of basic
trust-a belief that the student
is trustworthy.

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 TEACHER’S MOST IMPORTANT
ATTITUDES IN FACILITATING LEARNING
 Empathic understanding: an
expression of the teacher’s ability
to understand the students from
the student’s point of view.
 It is a sensitive awareness of the
student’s feelings.
 Realness, Acceptance, and
Empathy are crucial to the
rapport-building process.

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 SUMMARY
OF THE RECOMMENDATIONS
 Address the student’s situation.
 Express your feelings about the situation.
 Express authentic and genuine feelings
that promote student understanding.
 Diminish hostility by inviting cooperation.
 Recognize, accept, and respect the
student’s ideas and feelings
 Provide guidence, NOT criticism.
 Avoid questions and comments that
are likely to incite resentment.
 Listen to the students and encourage
them to express their ideas and feelings.
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 SELF-DISCIPLINE

 Positive perspective and positive

expectations
 Through positive regard, self-
discipline is expected and
achieved by students.

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 Maslow’s Hierarchy of Needs

 Maslow’s humanistic approach

is known “Hierarchy of
Needs.”
 Individual behavior is determined
by his or her needs.
 Using Maslow’s ideas, you must
truly
believe in your student.

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Maslow’s Hierarchy of Needs

1. Physiological Needs
2. Safety and Security
3. Love and Belonging
4. Self-Esteem
5. Self-Actualization

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 Examples of Maslow’s Hierarchy of
Needs
 A hungry student will have a hard
time focusing on learning skills.
 A student feels free to ask his
teacher questions.
 A student likes the teacher.
 A student feels involved in
the class.
 A student can use what he learns in
school.
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A good teacher is a
good manage
r

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Thank you so much

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